| Despite the recent debate and sometimes negative press over Microsoft's "monopoly" on access to the technology age, Bill Gate's brainchild continues to find favor among the nation's most precious resources - teachers and students. Last week, in an unprecedented move, the twenty-five year old company announced a $344 million software donation to support a worldwide initiative to train 400,000 teachers. (see www.microsoft.com/presspass) Called "Intel Teach to the Future," the initiative builds on Microsoft's longtime commitment to teacher training and its philanthropic attitude toward underprivileged populations. For example, just last year it awarded the United Negro College Fund (UNCF) a $300,000 Equal Access Grant. These funds are being used to underwrite special projects that improve technology access at six historically black colleges and universities. Both donations come on the heels of the ever growing "digital divide" controversy that looms over decision makers in both the public and private sectors. Equipping and educating our teachers, those responsible for inspiring young minds, is an integral part of academic success. Far too many school teachers lag behind in technological access, knowledge, comfort level, and application. Additionally, the effort to meet immediate teacher enrollment demands has also increased the gap between seasoned and novice teachers with extensive computer skills. Veteran teachers are more likely to view technology as not of their era. A majority of urban educators grew up in a time where the possession of a calculator placed them at the top of the technology ladder. Meanwhile, new teachers come into these systems appalled at the lack of technology in schools and champion the cause for technology. Fostering public and private collaborations are our best hope to bridge the digital divide. Providing teachers with hands-on training will allow them to move from theory to practice and will enable them to become better stewards of our nation s children. In a society where more students in urban and rural communities are performing at lower levels than their suburban counterparts, technology preparedness at the teacher level can only increase the learning potential of minority students. Given equal access, training and opportunity, urban teachers and their students can make positive contributions to the ever changing global economy. We should shape public and social policy to enhance support and duplicate Microsoft's technology education initiative. Given the responsibility shift from federal to state government for various quality of life areas, including education, corporate partnerships with state and local education programs should be much more appealing and acceptable. Managed properly, public/private partnerships at local levels can fix acute and chronic problems much faster than government bureaucracy . The time is now to give these partnerships a chance without politicization. If America loses its footing in an already competitive global race for technological advancement, both U.S. citizens and their corporate communities lose. The Microsoft donation alone is not enough, but the effort should serve as an example for the nation s public and private sectors to join the crusade for the betterment of our schools. We should increase our effort to work with tech firms that have taken an interest in creating training opportunities for teachers and students. National and state government should appropriate funds for local jurisdictions to develop and implement technology initiatives with public sector groups interested in closing the gap between the "haves" and "have nots." A national "call to action" on the part of educators, politicians, civil rights leaders, policymakers, parents, private corporations, and foundations is the type of collaborative effort necessary to jump-start a technological revolution in urban America. For years, teachers have been criticized for their inability to reach and teach urban students. Likewise, they have been pleading for help in educating our children. Instead of finger-pointing, the new model should be to accept help from everyone interested in promoting our nation's youth, especially our corporate citizens. By forming partnerships with schools and community organizations, corporations can build conduits for monetary donations and corporate involvement. The public sector should seize the opportunity to activate practical applications of these dollars, human resources and training. Grassroots type advocacy should even be considered to create local policy for these partnerships to work. This paradigm shift in educational theory and practice can only be successful with the earnest involvement of each sector. The best way for communities and the public sector to guarantee the continued participation of companies like Microsoft, is to work as hard as possible to make these newly created programs successful. With dedication to the creating a successful environment for public/private cooperation, these partnerships will yield measurable results and begin to erase the digital divide in our education system.
Jacqueline Rhoden-Trader is a Visiting Fellow at the Alexis de Tocqueville Institution |